i. Reflections: Did you travel outside Korea this summer, If so, How many countries did you visit?
ii. What was the best day of your summer?
iii. What was the worst day of your summer?
2. Course Syllabus
3. Classroom Expectations
Bring Textbook and notebook to class
Working laptop with Microsoft word
What I expect from students- when bell rings: In seat – prepared for w-up
Off limits areas of the room
Independent writing/homework
Getting to know you (pet peeves) and Short Story Intro about yourself…
C-2:
Warm-up: Group share Story about yourself –{ small pods }
Intro to Short Story Unit-
Go over essential Questions-
Literary Elements check: Teacher check what you know – No Grades, No Worries (15 minutes)
Quick Write: Describe a ‘dinner party’ you have attended – What was it like?
Read : The Dinner Party for enjoyment – Teacher Read.
Process: Write down – In this crisis, who do you think showed more self-control – The American naturalist or Mrs. Wynnes? Why do you think the author wrote this story? What is he trying to say?
Think/Pair/Share
Ticket out: putting email address in my computer
HW: Re-read The Dinner Party independently: complete SELECTED Study Guide questions to the best of your ability. C – 3
W-up: Answers to quiz – Use to prepare for the end of the unit
Journal: When have you made a judgment about someone and been proven wrong?
(5 minute) - Intro: Why does an author write a story….Authors Purpose: Theme –
Look over note card from initial reading.
Group Discussion – Share answers to questions w/group – Discuss and come up w/answers
Language Focus – Ask and Answer question using effective communication strategies - Listening to the question and turn it around based on the question word..)
Story Element graphic organizer on The Dinner Party
C-4
W-up: When in your life have you shown self control, explain the situation and what you learned from the situation. Write and Turn and Talk – “A situation where I have shown self control was…”
1) Finish Graphic organizer The Dinner Party – Group Work
2) Lottery Pic – Show what you know: Graphic organizer –
Students fill in organizer
Class take notes
- Plot Structure – Distribute Plot Diagram Elements /Overview and Review - Discuss
Cycle 2Class 1 A. Warm up—When in your life did you avoid something and it turned out that it was nothing to be afraid of? Draw a picture and write a quick reflection. B. Check Plot Diagrams for formative grade C. Distribute Theme Categories Blank Notes (Google)
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-Think-pair-share for each one -Group notes on board—teacher write it on board D. Table groups: What is the best fit (theme category) for “The Dinner Party”? E. What is the author trying to say about that theme category through the story? Show students how to find this. =your theme statement
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F. How does the plot of this story help support the theme statement that you made?
Cycle 2-Class 2 Quick Review/Reflection
: Please write your theme statements from the Dinner Party on the board.
W-Up in Journals: Class Discussion – How does the plot of this story help support the theme statement that we have written?
Look at Unit Question: How does the plot help support the author’s intent? -
Turn In plot diagram for Formative Grade…
Introduction to new Story: “Gentleman of Rio en Medio” Journal: Would you pass up a chance to make money in order to do something you do believe in? How can you connect your answer to an ESLR?(5min) B. Language Preview: Anyone speak Spanish? What do the following words mean? -Rio en Medio (river in the middle) -Buena gente (good people) -sobrinos (nephews/nieces) -nietos (grandchildren) C. Preview/Build Background -Google Image Search “Santa Fe, NM, Images” and scroll through some D. Read “The Gentleman of Rio en Medio” -Students read a paragraph/popcorn, etc. E. Response Journal: (1) Why did the author write this story? (2) In what ways do you connect to this character? (5min) (3) What major conflict has the character overcome? Does this help us formulate a theme statement? (4) What broad theme category does this story fit into?
Cycle 2-Class 3 Response/ Reflection Journal: x4
Why did the author write this story?
In what ways do you connect to this character? (5min)
What major conflict has the character overcome? Does this help us formulate a theme statement?
What broad theme category does this story fit into?
-Pod groups jigsaw, (divide up questions) -Students individually complete 1 or 2 questions; Jigsaw Discussion Questions (15min) -Students should “teach” their question(s) to other group members -Other group members should be writing down answers -Explain: This isn’t just a copy-paste activity; I want you to explain/describe, not just read, which means your group members need to pay attention and take notes. C. Whole-group discussion of “Gentleman” Study Questions (10min) -Discuss religious overtones (question #3) HW – Revise answers to question based on discussion and turn them into Mrs. G via email at **gilbertl@tcis.or.kr**
Cycle 2- Class 4 A. Warm-up: What does “clothes make the man” mean? Provide example. (5min) B.Characterization **PowerPoint**
-Direct/Indirect, Flat/Round, Static/Dynamic Pick a person (famous/personal friend/character from a book, etc.) then draw their character type as you see them C. Take out “Gentleman” Study Questions (5min) -For each question, relate if the characterization is direct or indirect. -Discuss why D. Apply character attributes to Don Anselmo (is he round, flat, static or dynamic) (5min) E. Characterization of Don Anselmo T-Chart
-T-chart should be “Personality of Don Anselmo” Indirect Characterization traits (STEAL) on one side, and supporting quote on another FE. Characterization Wheel (30min) -Make a character wheel of the “round, like a wheel” character -List general personality traits in spokes (descriptive adjectives ex. Honest – Think about ESLRs..) -Then cite specific incidents/clues/textual evidence that illustrate chosen traits Turn Character Wheels for formative grade… Cycle 3 Class 1 W-up: Decide as a pod what theme category The Gentleman of Rio en Medio fits under – Put this on a post-it note. 1.Reveiw: Method for finding theme- complete in pod groups. 2.Design: Rough theme statement in groups 3.Refine statements in group w/teacher support… -----Put on the board/Discuss Bonus question: How does the author intentionally craft Don Anselmo in a way that supports his/her theme? – Add to post it note and put on board w/names attached on back Cycle 3 Class 2 W-UP Irony song…. Isn’t it Ironic…Alanis Morisette – Irony definition…When the opposite of what is expected happens.
Listen once and write down as many examples of irony as possible -
Turn and Talk
Listen w/words – 2nd chance… - See how many you can get… ;)
PowerPoint – Irony – 3 points of irony…. Vocab Preview. Top 10 words…. Vocabulary boxes…x5 - Just Lather. HW. Finish vocab.
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Cycle 3 - Class 3 W-up: Vocab. Quick Check. Modified Bingo. - Read the story….Aloud/shared reading Project – Draw and Explain the 3 types of irony presented in this story – Tri-Fold (Complete in Pairs) Cycle 3 Class 4 W-up: Near the end of this story, the narrator makes the surprising suggestion that there is a fine line between a reputation as a hero and reputation as a murderer. Do you agree or disagree with this opinion? Can you give some examples from real life to support your view? Tone – interactive video In what ways is tone conveyed or shown in this story? Group Poster Ticket out: What kind of Character (r, f, s, d) is Torres? – Support your answer.
Short Stories MYP Unit Essential Question:How does an author convey his or her message to the reader?
Topical Questions:* What tools does an author use to convey his or her message? How does he or she use these tools?
BWI:
How does literature reveal truths about God, faith and the human experience?
i. Reflections: Did you travel outside Korea this summer, If so, How many countries did you visit?
ii. What was the best day of your summer?
iii. What was the worst day of your summer?
2. Course Syllabus
3. Classroom Expectations
Bring Textbook and notebook to class
Working laptop with Microsoft word
What I expect from students- when bell rings: In seat – prepared for w-up
Off limits areas of the room
Independent writing/homework
C-2:
- Quick Write: Describe a ‘dinner party’ you have attended – What was it like?
- Read : The Dinner Party for enjoyment – Teacher Read.
- Process: Write down – In this crisis, who do you think showed more self-control – The American naturalist or Mrs. Wynnes? Why do you think the author wrote this story? What is he trying to say?
- Think/Pair/Share
- Ticket out: putting email address in my computer
HW: Re-read The Dinner Party independently: complete SELECTED Study Guide questions to the best of your ability.C – 3
W-up: Answers to quiz – Use to prepare for the end of the unit
Journal: When have you made a judgment about someone and been proven wrong?
(5 minute) - Intro: Why does an author write a story….Authors Purpose: Theme –
- Look over note card from initial reading.
- Group Discussion – Share answers to questions w/group – Discuss and come up w/answers
- Language Focus – Ask and Answer question using effective communication strategies - Listening to the question and turn it around based on the question word..)
Story Element graphic organizer on The Dinner PartyC-4
W-up: When in your life have you shown self control, explain the situation and what you learned from the situation. Write and Turn and Talk – “A situation where I have shown self control was…”
1) Finish Graphic organizer The Dinner Party – Group Work
2) Lottery Pic – Show what you know: Graphic organizer –
- Students fill in organizer
- Class take notes
- Plot Structure – Distribute Plot Diagram Elements /Overview and Review - Discuss- Watch and Listen to song:
- TPR – Act out plot as best as possible
- HW- plot structure: The Dinner Party – No theme
HW- Complete plot structure diagram directing attention to essential academic vocabulary – exposition/introduction, rising action, climax, falling action, resolution/dénouementCycle 2Class 1
A. Warm up—When in your life did you avoid something and it turned out that it was nothing to be afraid of? Draw a picture and write a quick reflection.
B. Check Plot Diagrams for formative grade
C. Distribute Theme Categories Blank Notes (Google)
-Think-pair-share for each one
-Group notes on board—teacher write it on board
D. Table groups: What is the best fit (theme category) for “The Dinner Party”?
E. What is the author trying to say about that theme category through the story? Show students how to find this. = your theme statement
F. How does the plot of this story help support the theme statement that you made?
Cycle 2-Class 2
Quick Review/Reflection
- : Please write your theme statements from the Dinner Party on the board.
- W-Up in Journals: Class Discussion – How does the plot of this story help support the theme statement that we have written?
- Look at Unit Question: How does the plot help support the author’s intent? -
Turn In plot diagram for Formative Grade…Introduction to new Story: “Gentleman of Rio en Medio”
Journal: Would you pass up a chance to make money in order to do something you do believe in? How can you connect your answer to an ESLR?(5min)
B. Language Preview: Anyone speak Spanish? What do the following words mean?
-Rio en Medio (river in the middle) -Buena gente (good people)
-sobrinos (nephews/nieces) -nietos (grandchildren)
C. Preview/Build Background
-Google Image Search “Santa Fe, NM, Images” and scroll through some
D. Read “The Gentleman of Rio en Medio”
-Students read a paragraph/popcorn, etc.
E. Response Journal:
(1) Why did the author write this story?
(2) In what ways do you connect to this character? (5min)
(3) What major conflict has the character overcome? Does this help us formulate a theme statement?
(4) What broad theme category does this story fit into?
Cycle 2-Class 3
Response/ Reflection Journal: x4
- Why did the author write this story?
- In what ways do you connect to this character? (5min)
- What major conflict has the character overcome? Does this help us formulate a theme statement?
- What broad theme category does this story fit into?
Distribute “Gentleman” Study Questions-Pod groups jigsaw, (divide up questions)
-Students individually complete 1 or 2 questions;
Jigsaw Discussion Questions (15min)
-Students should “teach” their question(s) to other group members
-Other group members should be writing down answers
-Explain: This isn’t just a copy-paste activity; I want you to explain/describe, not just read, which means your group members need to pay attention and take notes.
C. Whole-group discussion of “Gentleman” Study Questions (10min)
-Discuss religious overtones (question #3)
HW – Revise answers to question based on discussion and turn them into Mrs. G via email at **gilbertl@tcis.or.kr**
Cycle 2- Class 4
A. Warm-up: What does “clothes make the man” mean? Provide example. (5min)
B. Characterization **PowerPoint**
-Direct/Indirect, Flat/Round, Static/Dynamic
Pick a person (famous/personal friend/character from a book, etc.) then draw their character type as you see them
C. Take out “Gentleman” Study Questions (5min)
-For each question, relate if the characterization is direct or indirect.
-Discuss why
D. Apply character attributes to Don Anselmo (is he round, flat, static or dynamic) (5min)
E. Characterization of Don Anselmo T-Chart
-T-chart should be “Personality of Don Anselmo” Indirect Characterization traits (STEAL) on one side, and supporting quote on another
FE. Characterization Wheel (30min)
-Make a character wheel of the “round, like a wheel” character
-List general personality traits in spokes (descriptive adjectives ex. Honest – Think about ESLRs..)
-Then cite specific incidents/clues/textual evidence that illustrate chosen traits
Turn Character Wheels for formative grade…
Cycle 3 Class 1
W-up: Decide as a pod what theme category The Gentleman of Rio en Medio fits under – Put this on a post-it note.
1.Reveiw: Method for finding theme- complete in pod groups.
2.Design: Rough theme statement in groups
3.Refine statements in group w/teacher support…
-----Put on the board/Discuss
Bonus question: How does the author intentionally craft Don Anselmo in a way that supports his/her theme? – Add to post it note and put on board w/names attached on back
Cycle 3 Class 2
W-UP Irony song…. Isn’t it Ironic…Alanis Morisette – Irony definition…When the opposite of what is expected happens.
- Listen once and write down as many examples of irony as possible -
- Turn and Talk
- Listen w/words – 2nd chance… - See how many you can get… ;)
PowerPoint – Irony – 3 points of irony….Vocab Preview. Top 10 words…. Vocabulary boxes…x5 - Just Lather.
HW. Finish vocab.
Cycle 3 - Class 3
W-up: Vocab. Quick Check. Modified Bingo. -
Read the story….Aloud/shared reading
Project – Draw and Explain the 3 types of irony presented in this story – Tri-Fold (Complete in Pairs)
Cycle 3 Class 4
W-up: Near the end of this story, the narrator makes the surprising suggestion that there is a fine line between a reputation as a hero and reputation as a murderer. Do you agree or disagree with this opinion? Can you give some examples from real life to support your view?
Tone – interactive video
In what ways is tone conveyed or shown in this story? Group Poster
Ticket out: What kind of Character (r, f, s, d) is Torres? – Support your answer.